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It’s Back-to-School Season!

It’s that time of year again – BTS!

But hold on, before you start humming “Dynamite” or “Boy with Luv”, we aren’t talking about the record-breaking K-pop group, we’re talking back-to-school!

To students, back-to-school is the promise of reuniting with friends, the thrill of new beginnings, and the excitement of a fresh academic year. For educators and administrators, it’s a time of meticulous preparation, innovative ideas, and a whole lot of heart.

So, as the season unfolds, let’s embrace the magic of back-to-school and celebrate the K-12 community. To educators, administrators, support staff, students, and parents…welcome back! Here’s to a year of growth, learning, and boundless potential.

Check out the infographic below for some back-to-school fast facts!

Sources:
Capital One, NYSBCA, Discover Magazine, Crayola, The Atlantic

Back-to-School Readiness Quiz: Take our quiz to see where you stand in the new year!

Do you have a back-to-school fun fact?
Mention us on Twitter @FrontlineEdu and use the hashtag #BackToSchool.

#BackToSchool!

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The Vital Role of School Nurse Retention: Nurturing Healthy Learning Environments

School nurses play an indispensable role in maintaining a safe and healthy learning environment for students. Their expertise, compassion, and dedication contribute significantly to student well-being, academic success, and overall school community welfare.
 
The school nurse shortage has revealed that a nurse’s impact is felt most strongly in their absence: without sufficient staffing, everyone suffers. Teachers and administrators are called to step in, and students who rely solely on the school nurse for health care may not see any health professional.
 
While recruiting school nurses is one challenge in the shortage, retaining your school nurses is your best defense. Let’s explore the importance of school nurse retention, the factors influencing turnover rates, and potential strategies to improve nurse retention and create a nurturing environment for our students. And if you’re a nurse, you can take a quiz to tell us what keeps you in the profession.
 


 

The Role of School Nurses

School nurses are not just medical professionals; they are the first line of defense for students’ health and well-being during school hours. Their responsibilities encompass a wide range of tasks, from providing first aid and administering medications to conducting health screenings, managing chronic conditions, and offering health education. By promptly addressing health concerns and promoting preventive care, school nurses contribute significantly to students’ physical and mental health, thereby fostering a conducive atmosphere for learning.
 

 

The Impact of Nurse Retention

Retaining experienced school nurses positively impacts both students and schools. Continuity in nursing staff ensures that students build a trusting relationship with their nurse, which can enhance communication and encourage students to seek assistance for health issues without hesitation. Moreover, experienced nurses are well-equipped to handle emergencies, recognize potential health problems early on, and collaborate effectively with parents, teachers, and other healthcare providers. Their wealth of knowledge contributes to a healthier and happier school community.
 

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Factors Influencing Nurse Retention

Despite their critical role, school nurses face numerous challenges that influence their decision to stay or leave their positions. Some common factors affecting nurse retention include:

  1. Heavy Workload: School nurses often manage large caseloads, making it challenging to attend to every student’s needs adequately.
  2. Limited Resources: Insufficient funding can result in limited medical supplies and equipment, hampering the efficiency of school nurses. Additionally, school nurses are incredibly passionate about supporting students, so many of them invent creative workarounds and make do with what they have. While this benefits the district, over time it can take a toll on nurses. If your nurses use a SIS to document health encounters, they have likely come up with ways to make it work even though it’s not built for school nurses.
  3. Lack of Recognition: The pivotal role of school nurses may go unnoticed, leading to a lack of
    recognition and appreciation for their efforts. Choosing to work in a school district rather than a hospital or private practice setting often means taking a lower pay rate. That means that the elements of a job outside of pay need to help make up that difference. Recognition may feel small, but it can make the day to day more rewarding.
  4. Burnout and Stress: The demanding nature of the job can lead to burnout and increased stress levels among school nurses.
  5. Career Advancement Opportunities: Limited opportunities for career advancement within the school system may discourage nurses from staying long-term.

 

Improving School Nurse Retention

Recognizing the significance of school nurse retention, schools and policymakers can take several steps to address the aforementioned challenges and create a more supportive environment:

  1. Adequate Staffing: Ensuring an appropriate nurse-to-student ratio is essential for the effective delivery of healthcare services. This sounds simple, but obviously with a nurse shortage can pose a challenge. Making your district competitive can go a long way in attracting talent.
  2. Professional Development: Providing opportunities for professional growth and continuing education can boost nurse morale and job satisfaction. While many administrators prioritize PD for teachers, PD for nurses goes mostly unnoticed outside of the required learning to keep their license. But what if your district were to offer PD that fulfilled their licensing requirements and offered real value?
  3. Competitive Compensation: Offering competitive salaries and benefits can attract and retain qualified school nurses. Obviously, this is not an easy element to adjust. Don’t underestimate benefits like flexible work schedules that help offset funding limitations.
  4. Recognition and Appreciation: Acknowledging the vital role of school nurses through public recognition and appreciation can boost morale, but that can come off as talking the talk rather than walking the walk. If you go a step further and make sure that your school nurses have systems purpose-built for nursing, that shows that you understand the importance of their role in your district.

    5.  

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  5. Parent and Community Involvement: Engaging parents and the community in supporting school nurses can foster a sense of unity and appreciation. If you have an EHR with a secure parent portal, you can ease some of the communication between nurses and parents and make staying compliant with required forms easier.

 

Conclusion

The retention of school nurses is crucial for maintaining a healthy and safe learning environment. Their expertise, compassion, and dedication impact students’ well-being and academic success. By addressing the challenges that lead to nurse turnover and implementing supportive strategies, schools can ensure that students benefit from the continuity and experience of their school nurses. Together, let’s prioritize school nurse retention and create nurturing environments that allow our students to thrive both academically and physically.
 

How to Find the Perfect Instructional Materials Management Software

When deciding on the best instructional materials management solution for your district, we can imagine both money and time are primary concerns. Student success is the most important goal, but an informed decision can benefit multiple aspects of your district’s success. These tips, inspired by Frontline’s 10 Questions to Ask When Evaluating an Instructional Materials Products piece, will guide you to the right system through careful evaluation. What are the important factors to consider when selecting an instructional materials management system? Let’s explore!
 

Here’s why you want to know…

 
…If the system is designed specifically for the K-12 educational environment:
A system that is already familiar with K-12 will bring features and functionality attuned to the print and digital instructional needs in your district, across buildings, staff, and students. Imagine a system that can also predict administrative needs, perform efficient reporting, and even automate necessary processes.
 
…If the system provides automated inventory workflows:
A solution that incorporates an automated method to add new inventory, transfer inventory and return surplus textbooks will save time for your staff and make these necessary processes more efficient.
 
…The ins-and-outs of the inventory audit process:
Time sensitive inventory audits don’t always require each individual item to be scanned. Because scanning can take up so much time, a system that performs streamlined audits would ensure inventory tracking stays current and updates are timely.
 
…How the system tracks inventory and losses by user:
It is critical for tracking purposes and accountability to be able to identify individual books and current “owners” by the unique barcode number. Unique labeling and scanning instructional materials then only has to be completed once for an automated process that gives insight into utilization, transfer needs, accountability policy needs, charges, etc. to develop.
 
…The system’s ability to oversee inventory/title quantities:
Knowing exactly what instructional materials are required across your district, even across separate systems within the district, is crucial for both student success and accurate budgeting. One centralized solution that can track enrollment and inventory across campuses would be ideal.
 
…If you can create and export customized reports by title, school, or inventory status:
Customizable, flexible reports would allow you to change how you view and assess inventory. Easy excel export options then makes wide distribution easier.
 
…If you can cross reference course enrollment data from the student information system with instructional material inventory data:
Interfacing with your SIS can improve accuracy and timing of inventory data, in real-time. With accurate inventory counts and an SIS integration, fulfillment response times can be reduced.
 
…If the system allows you to enter and track supplemental items like ancillary,
resource kits, calculators, etc.:
The ideal solution should track instructional material components, like multi-book sets, kit components and workbooks, separately. Any piece of instructional material can then be managed on its own or associated with a primary title, which allows for greater oversight and potential cost savings.
 
You may be wondering if there are instructional material management systems that have all of these important functions that enable student success, cost savings, and better time management. Make sure to check out the Dallas ISD case study showcasing Frontline’s Instructional Materials Management solution, where you can find all of these important features within one product.
 

Front & Center: Jodi Phelan

Jodi Phelan is the HR Project Manager in Acton-Boxborough Regional School District in Acton, Massachusetts. Her journey in education has taken her through almost every conceivable role in a school, including Assistant Director of Human Resources.
 
As part of the “Front & Center” series highlighting the amazing people who work in school districts across the country, we asked Jodi to reflect on what she’s learned in her time working in K-12 HR.
 

Can you share a few fun facts about yourself?

I started my career in sales operations with a software company. After 15 years, when my youngest was entering kindergarten, I moved to the education sector with Acton-Boxborough where I have worked for over 20 years. I’ve been married for 30+ years to my husband, Bill. We have two amazing sons, Brendan & Brian. I love to walk, be on the water (either lakes or the ocean), and spend time with family and friends. My latest obsession is pickleball!
 

What was your first job in education?

My first job in education was as a computer lab assistant at an elementary school where I also worked in a second-grade classroom as an assistant. I always like to tell people I think I’ve done everything in a school except drive the bus.
 
I moved into an EdTech Specialist role. The job combined teaching, building curriculum, handling break-fix issues, and providing professional development for our staff. Around 2015 I moved over to our central office and became the Benefits Administrator and Data Specialist in Human Resources, and then moved into the Assistant Director role a few years after that.
 
Currently I have moved on from that role and have gone part time. I am now the HR Project Manager for the district.
 

If you could go back in time and give any advice to yourself at the beginning of your career, what would it be?

There are so many things on so many levels, but the first thing I would say is, “Don’t assume anything. Always ask the questions.”
 
When I took my first education job as a computer lab assistant, I thought, “I can assist anybody, especially in a computer lab.” I came from 15-plus years in the software industry. And lo and behold, the job was not “assisting” anybody. It was being in charge of 4th, 5th, and 6th graders, trying to teach them computer skills. I learned over and over, don’t assume anything, and always ask the questions.
 

What is one skill that someone working in Human Resources for a school district should have?

Oh, there are so many, but the overarching one is communication. It’s really a key skill, the ability for a leader to simply and concisely communicate.
 
On a large scale, it was about our policies and how to interpret them. On a smaller scale, it was the one-on-one interactions where you’re building relationships and trying to build cohesive communities.
 

Looking over the past year, what was your biggest “win” and how did you achieve it?

In my role as project manager, I was engaged to help evaluate our information systems and provide options to automate and streamline many functions: a lot of our data warehousing, whether it be for HR, Finance, EdTech… anywhere.
 
Right now, I’m starting to see the first of these initiatives, position inventory, go live. The way I view it, these initiatives are really the foundation to give our administrators the tools they need to make informed decisions. We have so many silos of information right now. It’s really important to consolidate and allow people some flexibility and transparency into all this data we have.
 
Frontline is definitely part of it. We currently have Frontline’s Absence Management, Professional Growth, and Applicant Tracking. And we are looking at Central to help us streamline more of our processes.
 

What is the best creative idea you’ve had working in HR that has made a difference in your role?

Necessity is the mother of invention.
 
When COVID hit, our world changed drastically on every level. We were, and still are, a very paper-heavy district. In a matter of weeks, we had to figure out ways around that for onboarding, for contract management, for various processes. It was the ability to research and figure out how we can quickly change those processes to be online, and to have our staff be able to learn and adapt to that. And we were able to do it.
 

We live in a digital age — how are you using technology to tackle the challenges faced by HR, specifically recruiting, hiring, and retaining teachers and staff?

We know technology plays a huge part in how HR can recruit and engage staff. On the recruitment side, we can reach a larger number and more diverse applicants using the various job boards that are out there. But for our hiring managers and for our committees, Frontline’s Applicant Tracking software really helps us to provide a structured process as well as a platform where they can share information and ideas.
 
Our hiring managers are not the same as what we see in the business world. They are teachers and coordinators who are asked to hire. That is really not the focus of their job, and these tools can help us make it simpler for them. And by utilizing technology — and this is why we’re looking at Central — we’re going to be able to reduce the time it takes for us to onboard staff which in turn allows them to focus on teaching. So, it’s huge.
 

What do you think will change most in education over the next ten years?

AI is coming. It’s coming fast, and our approach to how children learn is going to change with it.
 

What are you most hopeful about for the future of education?

I’m hoping that no matter what, we can continue to nurture children to be lifelong learners. I think that’s such an important mindset, and I’m hoping that we can harness those creative energies to foster that feeling of always wanting to learn.
 

Important Features to Look for in Human Capital Analytics Software

In this blog series, we’ve consolidated advice from our Buyer’s Guide to K- 12 Human Capital Analytics software into four parts. Part 1 explored the basics of this software and Part 2 explained the challenges within K-12 schools that the software could help solve or relieve. Part 3 discussed the benefits of Human Capital Analytics and the ways the software can change hiring processes in schools, and in this final blog, we’ll share the key features to look for in Human Capital Analytics software and the right process for selecting a vendor. Read more below!
 

Important Features to Have in Your Human Capital Analytics Software

  • Ability to integrate your HCM platform: Seamless data exchange between different systems is important. This enables comprehensive analysis and streamlined workflows.
  • Data visualization dashboards and reporting: Visual data capabilities make complex data sets easily understandable, empowering stakeholders to identify trends, patterns, and insights quickly.
  • User-friendly interface and accessibility: District leaders, administrators, and other users should be able to navigate the software effortlessly and access the information they need without extensive training.
  • Guided analysis: This valuable support offers predefined metrics, best practices, and recommended actions, enabling district leaders to make data-driven decisions.
  • Scalability and product innovation: The software should be able to accommodate growing data volumes and expanding user bases, adapting to the evolving needs of K-12 education.

 

Selecting the Right Vendor

  • Evaluate vendor reputation: Evaluating the vendor’s reputation in the industry is important. This provides insights into their track record, customer satisfaction, and reliability. A strong reputation means a higher likelihood of receiving quality support and ongoing updates.
  • Assess K-12 focus: It’s critical to select a vendor who understands the unique needs and challenges of K-12 school districts.
  • Compare pricing against the value offered by the solution: It’s also important to consider not only the upfront cost, but also the long-term benefits and return on investment.

 
Read the full buyer’s guide for more information about how Human Capital Analytics software can make a difference in your school. Our full series emphasizes all of the basics from this guide, if you’d prefer to review that way. The guide is designed to support K-12 business leaders and stakeholders as you make decisions around the purchase of this software. Use these blogs and the guide to better understand your options and decide which offerings would be best for your districts. 
 
Ready to make more informed human capital decisions with data?
Our Human Capital Analytics Solution can help
 

3 Benefits of Using Human Capital Analytics Software in K-12

This blog series unpacks all of the information presented in our Buyer’s Guide to K- 12 Human Capital Analytics software, step-by-step. Part 1 explored the basics of this software, and Part 2 explained the challenges within K-12 schools that the software may help to solve or relieve. Here in Part 3, we’ll dig into the benefits of Human Capital Analytics and the ways the software can change hiring processes in schools. Read more below!
 

Benefits of Using Human Capital Analytics Software:

  • Make data-driven decision more accessible: With a data-driven approach offered by this software, district leaders can look ahead to predict trends to make more effective and targeted decisions, instead of running reports based on invalid, outdated, or “reactionary” data. Whether it is data related to teacher development, hiring, or other relevant metrics, Human Capital Analytics software empowers administrators to make more objective and evidence-based decisions.
  • Understand applicant and hiring pipelines: This software helps districts understand applicant and hiring pipelines by offering centralized tracking, data analysis, time-to-hire analysis, candidate screening and assessment, diversity considerations, performance and retention analysis, and reporting capabilities. These capabilities enhance recruitment practices and help build a stronger pipeline of qualified candidates.
  • Improve student outcomes: This software analyzes data related to professional development activities, providing valuable feedback about the areas where teachers can improve instructional practices. This leads to more effective teaching strategies, increased student engagement, and improved learning outcomes. Districts can optimize absence fill rates to ensure that qualified substitute teachers are providing coverage in classrooms to maximize teaching time.

 
Read our buyer’s guide for more details about how Human Capital Analytics software can make a difference in these areas for K-12 schools. Our next blog will reveal the key features you want to look for when assessing which software will work in your schools, but you can read the full guide now if you’d like a sneak peek! 
 
The guide is designed to support K-12 business leaders and stakeholders as you make decisions around the purchase of this software. Use these blogs and the guide to better understand your options and decide which offerings would be best for your districts. 
 
Ready to make more informed human capital decisions with data?
Our Human Capital Analytics Solution can help.
 

The Do’s and Don’ts of the RMTS Participant List

In special education, there are countless tasks that, while crucial to the day-to-day operations in a school, go largely unnoticed by other departments and the general public. The Random Moment Time Study (RMTS) participant list falls into that category and has come under fire in Texas recently.
 

What is the Random Moment Time Study Participant List? Why does it matter?

 
The RMTS participant list is a position-driven list which includes individuals (or roles) who provide SHARS and/or MAC services to special education students in the district. The participant list is delicately balanced and must be comprehensive enough to include anyone who performs services “routinely,” which is to say weekly, according to the direction of TEA, without adding positions that do not participate in SHARS and/or MAC.
 
Districts run into trouble when they focus more on the individual or the name of someone on the list rather than focusing on the role or position. This issue becomes more prevalent when you consider the turnover that districts experience, especially in student support roles.
 
All of these decisions about participant lists impact the district’s Cost Report, so what might sound like something akin to a slip of paper on your fridge reminding you to pick up oranges on the way home from work grows into a higher stake, higher pressure situation.
 
In Texas, the TEA is auditing participant lists and tightening up those lists due to Medicaid fraud. So, while in the past districts might include anyone who might do SHARS or they might “pad” their participant lists with vacant positions, non-SHARS Personal Care teachers, Delegated Nursing Aides or other special education classroom Aides, that’s no longer an option.
 
Including participants who are not engaged in routine SHARS activity has negative consequences on the statewide Direct Time Study Ratio. The Direct Time Study Ratio is used in the annual Cost Report as a percentage applied against the total amount of state and local expenditures reported in the Direct Medical Costs or Section 3 of the Cost Report.
 

How does putting non-SHARS participants on my participant list impact my Cost Report?

It’s quite simple. When a provider is selected to complete a time study survey, they are asked to answer three questions:

  1. Who was with you?
  2. What were you doing?
  3. Why were you performing this activity?

When responding to these three questions there are several options for non-SHARS reporting. If any of the non-SHARS options are selected the responses are flagged as non-SHARS activity, thus over-and-over, district-by-district reducing the Direct Time Study percentage.
 
Over the past decade, Texas has seen a continual decline in the Direct Time Study percentage. This is not because providers are giving less SHARS services, rather it is due to districts including non-SHARS participants on the RMTS participant list each quarter who are being selected to complete time study surveys.
 

Which positions should I consider putting on my RMTS PL?

 
  • Registered Nurses (RN)
  • Advanced Practical Nurses (APRN)
  • Physicians (MDs & DOs)
  • Licensed Assistant in Audiology
  • Certified Occupational Therapy Assistant (COTA)
  • Licensed Physical Therapy Assistant (LPTA)
  • Licensed Specialist in School Psychology (LSSP)
  • Speech Language Pathologist (SLP) with Texas license
  • Licensed SLP Intern
  • Licensed Marriage and Family Therapist (LMFT)
  • Personal Care Service Providers
    (only those providing SHARS activities)
  • Licensed Vocational Nurses (LVN)
  • Delegated Nursing Services
  • Licensed Audiologist
  • Licensed Occupational Therapist (OT)
  • Licensed Physical Therapist (PT)
  • Licensed Psychologist
  • Licensed Psychiatrist
  • Licensed Assistant in SLP
  • Licensed Professional Counselor (LPC)
  • Licensed Clinical Social Worker
    (LCSW)

 
For information on what qualifies as SHARS Personal Care, refer here to the Texas Medicaid Provider Procudure Manual (TMPPM) guide.
 

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Federal findings in the recent SHARS Texas audit.

In 2011, the Office of the Inspector General (OIG) audited the Texas Medicaid program. The result was that Texas received $18.9 million in SHARS reimbursements that were not reasonably, adequately supported, and otherwise allowable in accordance with applicable Federal and State requirements.
 
State Medicaid agencies are increasingly using random moment sampling to allocate school-based health costs to Medicaid, eliminating the need for health care providers to submit claims for services provided in school-based settings. Previous Office of Inspector General reviews of school district administrative costs and health services programs determined that the use of RMTS may allow costs that are not reasonable, adequately supported, and otherwise allowable. The OIG therefore conducted a series of reviews of the use of RMTS for the claiming of direct medical service costs related to Medicaid school-based health services (SBHS), including a review of the Texas Health and Human Services Commission (State agency).  
According to the Implementation Guide, the purpose of the RMTS is to identify the portion of the direct medical service time allowable and reimbursable under Medicaid. After each participating school district reports its actual Federal fiscal year (FFY) costs associated with SHARS to the State agency, the Contractor applies the results of the RMTS to determine the Medicaid-allowable direct medical service costs for each district. The State agency then reconciles the total interim payments for the FFY for the participating school districts to the Medicaid-allowable direct medical service costs determined through the RMTS. After the reconciliation process, the State agency conducts an annual cost settlement.
 

What other impacts does the RMTS participant list have on my district’s SHARS program?

When complying with the HHSC (Health and Human Services Commission) requirements for SHARS, districts must satisfy the following:

  1. The district must certify the RMTS participant list before each quarter deadline date.
  2. The federal requirement to meet an 85% sample completion rate for the RMTS to be valid.
  3. Districts must adhere to the annual state training requirements for Primary and Secondary Program Contacts.

Failure to adhere to these requirements has dire consequences. The school district will be eliminated from the SHARS program for the entire federal fiscal year (FFY) and must forfeit their FFY Cost Report settlement and pay back any interim payments received during the FFY.
 

Can including non-SHARS participants on my RMTS participant list cause me to get audited?

The answer is Yes! Including non-SHARS participants (not including the MAC only category if participant in MAC) can have a negative impact on your district’s compliance and subject the district to multiple audits, investigations and recoupments.
 
First, TEA is conducting audits of district RMTS participant lists. If TEA identifies providers have been placed on the quarterly RMTS participant list and they are not actively submitting SHARS documentation for reimbursement, TEA will request the district complete a Corrective Action Plan. The findings of the audit are turned over to HHSC to conduct additional audits, which can result in financial recoupments.
 
Secondly, through the Cost Report desk review process, HHSC auditors can ask for proof that each participant listed on the RMTS participant list and whose state and local expenses were reported in the Cost Report show proof they participated in SHARS services and documentation throughout the federal fiscal year. If proof cannot be provided, HHSC will recoup those funds from the district’s Cost Report settlement.
 
It is important to understand how the RMTS participant list directly impacts the district’s Cost Report and choose to act appropriately and in compliance with federal and state requirements. Following the guidelines set forth by HHSC and TEA, districts will receive the full amount of their SHARS reimbursements without subjecting the district to federal investigations and state audits.
 

What districts should know about participant lists

Here are a few tips you can use to make sure you stay compliant with participant lists.

  1. Position-Driven: Remember, when you add names to your participant list, you’re really adding a position. So if your speech pathologist leaves mid-year and you hire a new speech pathologist in the middle of a quarter, you can simply update the list for the next quarter as long as their credentials or licensure remains the same. We hear often that districts worry about what-if’s (what if our occupational therapist leaves??), but just remember the list is position-driven.
    *Reminder: Participant lists are certified one quarter ahead of the current quarter, so just keep that in mind for any updates you make.
  2. Vendor communications: Don’t forget to tell your vendors (like your Medicaid billing partner) about any changes to the participant list so that they can assist you with your cost report and any implications those changes will have on your cost report.
  3. Don’t add extra vacancies to your participant list! Vacancies should only be added to the RMTS participant list if the district has the position posted and intends to fill the position in the active quarter. If the position is not filled in the active quarter, HHSC recommends removing the vacant position from the RMTS participant list.

 

How the right Medicaid vendor partner can help

There are three key ways your vendor can help you with participant lists:

  1. Reports that give you at-a-glance information so that you can easily identify if a provider is documenting in a timely manner and if they should be on your participant list.
  2. In-depth advice for your participant list so you always know whether the provider who is documenting services should be on the list.
  3. Quick insight to action: In real time, your vendor of choice should empower and guide you and always prioritize your compliance.

 
Frontline Medicaid & Service Management offers you the kind of support you need to stay in compliance.
 

Identifying the Need for Human Capital Analytics Software

What specific challenges do K-12 schools face that might benefit from Human Capital Analytics software?

  • Low absence fill rates: Low fill rates can disrupt classroom instruction and add additional workload for present staff. In the case of teacher absences, districts may need to hire more substitute teachers, offer competitive pay, use tech to streamline the substitute placement process, or foster partnerships with local colleges or retired educators.
  • Small applicant pools for open jobs: Open specialized teaching roles or leadership positions have limited applicants due to the additional qualifications, geographical constraints or lack of awareness of the opportunities. School districts can conduct targeted recruitment efforts, offer incentives to encourage individuals to pursue required certifications, and partner with universities and professional organizations to train many potential candidates.
  • Effective professional development funding and format analysis: To ensure effective use of resources and promote professional growth, school districts should be analyzing their PD funding, platforms and methods. One-size-fits-all simply doesn’t work to cover the diverse professional development needs of teachers and staff. District leaders are eager to make PD more relevant, timely and data driven.

 
Read our buyer’s guide for more details about how Human Capital Analytics software can make a difference in these areas for K-12 schools. Our next blog will explore the benefits of using the software, but read the guide if you’d like a sneak peek!  
 
The guide is designed to support K-12 business leaders and stakeholders as you make decisions around the purchase of this software. Use these blogs and the guide to better understand your options and decide which offerings would be best for your districts. 
 


 
Ready to make more informed human capital decisions with data? Our Human Capital Analytics Solution can help
 

Navigating Special Education Law: Key Court Cases and Legislation for K-12 School Districts

The dynamic landscape of special education in the United States has been shaped by a myriad of court decisions and legislative actions over the years. For special education directors, understanding these changes is vital to ensuring every student’s rights and needs are protected.

 

The Legal Landscape

In 1975, the Individuals with Disabilities Education Act (IDEA) set the groundwork for special education in the United States, establishing the right to a Free Appropriate Public Education (FAPE) for all students with disabilities. However, it’s the more recent cases and legislative adjustments that have continued to refine and elaborate the definition and implementation of FAPE, as well as other components of special education.

 

“Change is the only constant. As laws evolve, so do our #SpecialEducation services. We’re committed to adapting & ensuring every student thrives in our district! #EducationForAll #IEP”

Click To Tweet

 

Recent Special Education Court Cases

  1. R.M. v. Gilbert Unified School District (2022): In this Ninth Circuit Court case, the court ruled that the school district’s refusal to incorporate Applied Behavior Analysis therapy into a student’s Individualized Education Plan (IEP) was tantamount to denying the student a FAPE. This decision underscored the importance of personalizing IEPs to meet the individual needs of students.
  2. Doe v. Cape Elizabeth School District (2021): The First Circuit Court decision in this case affirmed that schools have an obligation to ensure that students with disabilities can access online materials to the same extent as their non-disabled peers. This case underscored the importance of accessibility in remote learning environments.
  3. E.F. v. New York City Department of Education (2020): This case in the Second Circuit Court helped define the bounds of school district responsibility in providing services to students with disabilities. The court decided that the NYC Department of Education failed to offer a FAPE because it didn’t recommend a specific methodology for the student’s instruction in his IEP. This case highlighted the importance of quality IEPs.
  4. Endrew F. v. Douglas County School District (2017): This Supreme Court case set a significant precedent. The court ruled that merely providing “some” educational benefit was not sufficient under IDEA. Instead, schools must provide an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.

 

State-Level Special Education Legislation

Legislative actions at the state level have also influenced special education. Here are examples of recent legislative changes in some states:

  1. Texas House Bill 4545 (2022): HB 4545 established new requirements for accelerated instruction for students who do not pass the State of Texas Assessments of Academic Readiness.
  2. Texas Senate Bill 139 (2019): This bill required Texas location education agencies to distribution the following notice to parents: SB 139 Notice to Families (English version) which highlights a parent or guardian’s right to request a special education evaluation for their student at any time.
  3. Florida House Bill 173 (2021): This legislation establishes the Exceptional Student Education Advisory Council, which is intended to provide policy recommendations to the Department of Education on how best to serve students with disabilities.
  4. Ohio House Bill 123 (2021): This law sets up training requirements for educators to help students with dyslexia, a significant move towards recognizing and supporting students with learning disabilities.

 

“Navigating the world of IEPs can be complex. Rest assured, we are up-to-date with all legislative changes to serve our students better. Your child’s progress is our priority! #IEP #SpecialEd”

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Trends and Anticipated Changes

As we move forward, special education continues to evolve. Anticipated trends include:

  1. Increased Focus on Mental Health: With rising awareness of student mental health, schools may see new legislation requiring mental health services to be included in IEPs.
  2. Standardized Testing: As debates around standardized testing continue, we may see changes in how students with disabilities are included and accommodated in these assessments.
  3. Inclusive Education: The push for more inclusive classrooms may shape future court decisions and legislation, impacting the interpretation of the LRE requirement under IDEA.

 

As a special education director, keeping an eye on these legal and legislative shifts is critical. Navigating this complex field requires understanding the past, acknowledging the present, and anticipating the future. By staying informed, you can ensure that your school or district provides the highest quality of education to all students, regardless of their abilities.

 

IEP Vendor Responsibilities and Expectations Regarding Legislative Changes

Inclusive education hinges on the effective implementation of Individualized Education Programs (IEPs). As integral partners in delivering special education services, vendors play a critical role. With the evolving legislative landscape, IEP vendors need to adapt to ensure their services align with legal requirements and meet the needs of school districts. Here are some key responsibilities and expectations you should look for from your Special Education vendors:

 

Understanding and Implementing Legislative Requirements

  1. Adherence to Laws: IEP vendors must be familiar with federal laws such as the Individuals with Disabilities Education Act (IDEA), the Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act, as well as any recent or relevant state legislation. They should align their services to comply with legal mandates, ensuring students receive Free Appropriate Public Education (FAPE).
  2. Regular Updates: Legislation is dynamic. Vendors should keep abreast of legislative changes at the federal and state levels to ensure their services remain compliant and to help school districts understand and adapt to these changes.
  3. Privacy Compliance: Student information must be handled with strict adherence to privacy laws, including the Family Educational Rights and Privacy Act (FERPA). Vendors should have robust data security protocols to protect sensitive student information.

 

By keeping up-to-date with legislative changes and adapting to new trends, IEP vendors can play a crucial role in supporting school districts and serving the needs of students with disabilities.

 

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The Evolution of Standardized and State Testing in K-12 Education: Changes and Future Trends

In the world of K-12 education, standardized and state tests play a pivotal role in assessing student learning, identifying knowledge gaps, and measuring school and district performance. In fact, Federal law requires statewide testing in certain grades and subjects. Noteworthy exams like STARR, SAT, ACT, and FAST among others, act as critical tools in this endeavor. Over the years, these assessments have undergone significant changes, adapting to new educational needs and societal norms, with more transformations on the horizon. This blog post will delve into these changes and how they may shape the future of K-12 testing.
 

Data Analysis Software:

Lisa Bartusek, Executive Director of the Iowa Association for School Boards, talks about how actionable student data changed what school boards were able to accomplish
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Changes in Standardized and State Testing: A Historical Perspective

SAT (Scholastic Aptitude Test)

The SAT has also seen notable changes. In 2021, the College Board announced the discontinuation of the SAT Essay and Subject Tests in the U.S., indicating a move toward streamlining the test and focusing more on critical thinking and problem-solving skills rather than specific subject knowledge. College Board announced that it will offer the PSAT and SAT tests digitally starting in 2023 and 2024
 

ACT (American College Testing)

Similar to the SAT, the ACT has shifted its focus over the years from knowledge-based questions to problem-solving tasks. The ACT college admissions exam will start to be administered online more broadly beginning in December, according to a recent news report.
 

Florida Assessment of Student Thinking (FAST)

Florida has made strides in reimagining its approach to state assessments with the introduction of the Florida Assessment of Student Thinking (FAST). Designed to replace the Florida Standards Assessments (FSA), the FAST program aims to reduce testing time and provide more immediate and actionable feedback to teachers, students, and families. Rather than using traditional end-of-year tests, FAST includes fall and spring assessments to give a more comprehensive picture of student learning throughout the year. The tests cover English Language Arts (ELA), Mathematics, and Science across various grade levels. They integrate technology-enhanced items, aiming to capture students’ analytical and problem-solving skills better. This shift not only aligns with the broader trends in assessment but also addresses specific concerns about the over-testing of students and the timeliness and usability of test results.
 

State of Texas Assessments of Academic Readiness (STAAR)

Texas employs the State of Texas Assessments of Academic Readiness (STAAR) program to measure student learning across various subject areas, including reading, writing, mathematics, science, and social studies, from grades 3-12. STAAR is designed to gauge what students know and determine their ability to apply that knowledge in problem-solving scenarios. Over the years, the STAAR program has seen changes designed to better serve the educational community. Texas recently introduced an online version of the STAAR, STAAR Online Testing Platform (SOTP), reflecting the digital transition in educational assessments. In addition to the shift toward digital testing, the Texas Education Agency has been exploring revisions to STAAR that would further reduce the pressure of testing on students and educators, streamline the testing process, and increase the relevance of assessments to classroom instruction.
 

STAR (Standardized Testing and Reporting)

Initially, California’s STAR program used multiple-choice questions to measure students’ knowledge and skills. However, in recent years, the test has evolved into the CAASPP (California Assessment of Student Performance and Progress), using a computer-adaptive model that includes performance tasks requiring critical thinking and problem-solving skills. This shift not only aligns with the Common Core standards but also allows for a more accurate representation of students’ abilities
 

Future Changes in Testing: What’s on the Horizon?

Looking ahead, there are a number of trends that may result in changes in standardized tests in your state:

  • Personalized and Adaptive Testing – Adaptive testing, which adjusts the difficulty of questions based on a student’s previous responses, is likely to become more prevalent. This approach not only provides a more accurate measure of a student’s ability but also makes the test-taking experience less stressful and more personalized.
  • Incorporating Technology in Assessment – With the increase in digital learning due to the COVID-19 pandemic, we can expect the integration of more technology-based assessments. This shift will not only facilitate remote testing but also allow for more innovative and interactive question types.
  • De-emphasizing Standardized Testing in College Admissions – Some colleges and universities have started to de-emphasize standardized testing in their admissions process, a trend that is likely to continue. Many institutions have become “test-optional” or “test-flexible,” allowing students to submit alternative measures of academic ability, such as portfolios or graded assignments.

 

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The Arkansas Education Department is rolling out a new assessment exam. Find out more about the changes and how they’re aiming to better support student learning. #EdChat #StudentSucces
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While standardized and state tests continue to play an essential role in K-12 education, they are evolving to meet the changing needs of students, teachers, and schools. They are becoming more adaptive, personalized, and holistic, reflecting the broader shifts in educational philosophy and practice. This dynamic landscape of testing requires stakeholders to stay informed and adapt to effectively leverage these tools for the enhancement of student learning outcomes.
 

What To Think About Before Starting This School Year’s Device Distribution

At Frontline, we want to help make the transition into the new school year as smooth as possible. Beginning of year device distribution doesn’t have to be a headache for your district. Here are some essential factors to consider before distribution day and while on site.

 

Before Device Distribution

 
Most of the work to ensure smooth processes on distribution day should be done beforehand. First, it’s important to establish where and when you will hold distribution and who is allowed to pick up the devices. Will you distribute during school hours, before school, after school, or at a parent/teacher day? Where will devices be picked up from? Planning these specifics early and communicating them to parents and staff will help improve the flow of distribution day.
 
Next, reduce room for errors or confusion by planning in advance exactly which devices will be distributed and to which student. Clearly communicate the details to staff, students and families so they know what to expect. Consider training staff on distribution day protocols and plan procedures around: student login information, any applicable fee collection, and accessories that will be included (mouse, chargers, cases, etc.).
 
Lastly, ensure each location has enough devices based on enrollment. Each campus should have the correct number of devices for that location, so any delays caused by insufficient equipment can be avoided.
 
You’ll want to document and communicate all these decisions and processes clearly. What are the roles and responsibilities? Is there helpful training on how to use the asset management system? What information will students need to pick up their devices? Make sure all staff and helpers are well-prepared, as well as parents and students.
 

While On-Site

 
With this pre-planning, you should have a bit less to organize on site during distribution day. There are still important factors to consider, like ensuring parents and students know where to go to receive their devices once they arrive on campus. Have maps and possibly staff available to direct people in the right direction.
 
Perhaps the most important: Make sure you have all the necessary devices organized onsite and ready to distribute. Have laptops, mobile devices, scanners, tags, pens, and labels easily accessible.
 
It’s better to communicate beforehand to parents and students any paperwork they’ll need when picking up their device, but it’s also important to have the necessary documents available on site. Generally, these documents include, but are not limited to, AUP’s and insurance information.
 
If you’re interested in asset management software, consider Frontline Asset Management. This software can help your school district execute many of the organizational processes we’ve outlined here, as well as manage the entire lifecycle of your assets, make reporting more accessible, track maintenance and save time. Learn more and see the software in action!
 

Breaking Down Our Human Capital Analytics Software Buyer’s Guide

Curious about Human Capital Analytics Software?

Our Buyer’s Guide to K- 12 Human Capital Analytics Software has an abundance of useful information, and we’re breaking it all down in this blog series. This is the first of four blogs that will unpack the ins-and-outs of this software and provide insights on the better use of data in your school’s business practices, vendor selection, implementation and more!
 
Learn about the fundamentals of Human Capital Analytics software below and stay tuned for more posts in this series.
 

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What is Human Capital Analytics Software?

Why is it important in K-12 schools and why have we developed a buyer’s guide?

 
Human Capital Analytics software is comprised of tools and platforms that collect, analyze, and interpret data related to the workforce and human capital within a K-12 school district.
 
The software improves workflows and employee management by analyzing data and using trends and other findings to shape policies and expectations. Staff attendance, teacher and student performance, recruitment, and professional development are all areas that improve when data is used to enhance practices and decision-making. Human Capital Analytics can benefit:

  • Recruitment and retention
  • Compliance and accountability
  • Equity and diversity
  • Workplace planning
  • Teacher effectiveness and professional development
  • Cost optimization

 
Check out our buyer’s guide for more details about the role data can play in streamlining recruiting processes, improving labor law compliance, reducing achievement gaps among students, training teachers, optimizing resource allocation, and more.
 
The guide is designed to support K-12 business leaders and stakeholders as you make decisions around the purchase of this software. Use these blogs and the guide to better understand your options and decide which offerings would be best for your districts.
 
Wondering how Human Capital Analytics benefits K-12 school districts?
Watch the video below to learn more!